CHAPTER 7 • SECTION 4
The Threat to Native American Lands The Treaty of Paris redrew the
national boundaries with little concern for Native American interests.
In Chapter 5, you learned that the British had attempted to keep
white settlers away from Native American territory by establishing
the Proclamation Line of 1763. Because of this, many tribes had
supported the British in the war. But in the treaty, the British
handed over Native American lands without even consulting
their former allies. When Mohawk chief Joseph Brant heard
the news, he was horrified by the betrayal.
More About . . .
Native American Emigration
and Struggle
Following the Treaty of Paris, many Native
Americans voluntarily went to Canada in
anticipation of westward expansion of the
frontier. Given the choice between leaving
their native land and governing themselves
or living under the jurisdiction of a new
government, however, many refused to
leave. In some cases, such as with a group
of Iroquois who gave their allegiance to
the Loyalists during the war, the native
inhabitants were forced to abandon their
ancestral lands after the British were
defeated.
PRIMARY SOURCE
“
When I joined the English in the beginning of the War, it
was purely on account of my forefathers’ engagements with
the King. I always looked upon these engagements, or covenants
between the King and the Indian nation, as a sacred thing.
—Joseph Brant, 1783
Joseph Brant, or
Thayendanegea, was not
born to be a chief but
earned the esteem of his
people by his leadership.
The giant shell he wears
is a symbol of wealth
and status.
Unit 3 Resource Book
• Connect to Today, p. 115
Native Americans who lived east of the Mississippi found themselves
living within the boundaries of a new nation that was intent on westward
expansion. Their lands were now at risk.
MAIN IDEAS & DETAILS Identify what America gained from the Treaty of Paris.
Answer: America was recognized as an independent nation. The treaty also
established America’s borders.
Creating a New Nation
KEY QUESTION What ideals emerged from the Revolution?
“Liberty” had been the rallying cry of the Revolution as Americans freed
themselves from British rule. Now, the success of the Revolution challenged
the existing world order. For the first time in the Americas, a colonial
rebellion against an imperial power had succeeded. By destroying British
authority, the Revolution offered political reformers a chance to prove that
republicanism, the idea that a country can be governed by the people, and
without a king, could work. Imperial powers around the world began to fear
this new threat.
At the same time, the war created a new nation—one that valued the ideal
of liberty. As Americans built their new society, the ideal of liberty became
one of the most important legacies of the Revolution.
Teach
Creating a New Nation
Talk About It
• What ideals did the newly written state
constitutions all support? (individual rights and
liberties)
New State and National Governments As early as 1775 British rule had
become ineffective in many areas of the colonies. Eventually, in May of 1776,
the Continental Congress advised the colonies to establish new governments.
By 1777 nearly all the former colonies had adopted written constitutions.
Two colonies—Connecticut and Rhode Island—retained the governments
established by their royal charters.
• What issues divided the states? (slavery,
religious freedom)
• Categorize What details from the text could
you categorize under the following heading:
Freedom and Slavery? (Possible Answers:
Elizabeth Freeman’s successful lawsuit for
freedom from enslavement; Richard Allen
founding the Free African Society; Richard Allen
founding the first African-American church
in the United States; the northern states and
southern states holding different views about
slavery.)
”
226 Chapter 7
INTERDISCIPLINARY ACTIVITIES
CONNECT
to Language Arts
CONNECT
to Drama
Write a Class Constitution
Dramatize Elizabeth Freeman’s Trial
State Constitutions
Have students work together to develop a class
constitution.
Of the 13 original states, only New Jersey
allowed women the right to vote. The right
was rescinded in 1807.
• Students should first agree on a philosophy,
or a set of ideas and beliefs by which the class
operates.
Have students work together to present a
dramatization of Elizabeth Freeman’s legal
victory in 1781.
More About . . .
• Provide copies of the early states’ constitutions
for students to use as samples.
• Then have the class work together to write
a set of statements that reflect the class’s
fundamental assumptions or beliefs.
226 • Chapter 7
• Assign roles to students, including Elizabeth
Freeman, the judge, jury members, legal
counsel for both sides, etc.
• Each student should develop her or his own
authentic and realistic dialogue.
• Follow court procedures to dramatize the
event.
• If possible, video tape the dramatization and
allow the class to view the recording.
All the new state constitutions contained some enumeration of individual rights and liberties. For instance, Virginia’s new Constitution of
1776 was based on the Virginia Declaration of Rights. It protected many
rights and guaranteed freedom of the press and freedom of religion. Some
states, including Delaware, prohibited slavery and a state-supported religion.
Georgia’s constitution established public schools.
The states also realized early on that they needed a national government,
if only to conduct the war. By 1777, the Continental Congress had drafted
a plan: the Articles of Confederation. (The new government finally took
charge in 1781.) The Articles gave very limited powers to the central government—little more than waging war and signing treaties. (See Chapter 8.)
Freedom and Slavery During the Revolution, some people began to see
a conflict between slavery and the ideal of liberty. In response, Vermont
outlawed slavery, and Pennsylvania passed a law to free slaves gradually.
Individual African Americans also fought to end slavery, sometimes suing for
freedom in the courts. For example, Elizabeth Freeman sued for her freedom
in a Massachusetts court and won. Her victory in 1781 and other similar
cases ended slavery in that state.
Freed African Americans formed their own institutions. For example,
in Philadelphia Richard Allen helped start the Free African Society, a
nondenominational group that encouraged people to help each other. (Nondenominational means not favoring any particular religion.) Richard Allen had
earned the money to buy his freedom
by working for the Revolutionary
forces. As a preacher, Allen’s leadership
was shaped by his belief that he had a
special duty to teach and help people, of
all backgrounds, who had suffered from
discrimination. Allen also founded the
African Methodist Episcopal Church,
the first African-American church in the
United States.
Despite the efforts to end slavery
in the North, in the South slavery
continued. However, many people,
including Southern plantation owners,
were troubled by the new nation’s
dependence on slavery. In 1784, Thomas
Jefferson, a slave owner himself, wrote
of his fears for America if slavery were
allowed to continue: “I tremble for my
country when I reflect that God is just;
that his justice cannot sleep forever.”
CHAPTER 7 • SECTION 4
Connecting History
Connecting History
Regionalism
The South’s dependence
on slavery would lead to
a terrible civil war that
threatened to tear apart
the United States itself. You
will see this theme emerge
as you study events leading
to the Civil War.
Richard Allen
Regionalism
Help students define the term regionalism.
Ask students to create a list of pros and
cons about the concept of regionalism
in the early history of the United States.
(Pros—loyalty to one’s beliefs; pride in
being part of a cohesive group; expression
of unique culture in a particular area;
Cons—can create political division; creates
conflict if sides do not practice tolerance;
prevents regions from developing into a
united nation)
More About . . .
Richard Allen
Allen was born into slavery in Philadelphia,
and his family was sold to a planter in
Delaware when he was a child. Although
his master was less cruel than other slave
owners, Allen still dreamed of freedom.
In time, Allen and his brothers began
regularly attending religious classes and
meetings. Allen worked to show his master
that religion was a positive influence on
slaves. His owner, Stokeley Sturgis, bragged
to his fellow slave owners that “religion
made slaves better and not worse.”
Through the ministry of Freeborn Garretson,
a Methodist preacher, Sturgis was converted
to Methodism. As Stokeley grew stronger
in his faith, he began to believe that
slavery was morally wrong. With Stokeley’s
encouragement, Allen worked to buy his
own freedom.
The American Revolution 227
DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES
OBJECTIVE Create a liberty tree display of individual rights in state constitutions.
Basic
On Level
Challenge
Have students cut out leaf
outlines. Ask students to
review their text to find the
individual rights and liberties
that were included in state
constitutions. Have students
write these on the leaves
and identify the state. Have
students glue their leaves to
an outline of a tree to create a
“liberty tree.”
Have students cut out 13 leaf
outlines. Ask students to research how many of the original 13 states’ constitutions
prohibited slavery, guaranteed
freedom of the press and religion, and established public
schools. Have students write
the information on leaves and
then glue them to an outline
of a “liberty tree.”
Have students cut out at least
15 leaf outlines. Ask students
to compare the constitutions
of three of the thirteen states.
Have them write compare and
contrast statements about the
constitutions on the states’
leaves. The leaves can be
glued to an outline of a tree to
create a “liberty tree.”
CONNECT
to the Essential Question
How was it possible that American
Patriots gained their Independence
from the powerful British Empire?
Ask students what they have learned so far
that can help them answer this question.
Students might mention the following:
• The American Congress borrowed money
to finance the conflict.
• Americans united against Britain under
the ideal of liberty.
Teacher’s Edition • 227
CHAPTER 7 • SECTION 4
4
Defining Religious Freedom For many Americans, central to the ideal of
Power Presentations
liberty was the idea that religion is a private matter and that people should
have the right to choose and practice their personal religious beliefs. People
such as James Madison and Thomas Jefferson called for a “separation of
church and state,” meaning that the state should not be involved in religious
affairs.
Freedom.
In 1777 Thomas Jefferson proposed his Virginia Statute for Religious Freedom
In it, he claimed that people have a “natural right” to freedom of opinion,
including religious opinion. Jefferson opposed state laws that prohibited
Jews or Catholics from holding public office. He also opposed the practice of
using tax money to support churches, because, he wrote, “to compel a man
to furnish contributions of money for the propagation of opinions which
he disbelieves, is sinful and tyrannical.”
Jefferson’s statute was eventually adopted as law in Virginia. Later, it
became the basis of the religious rights guaranteed by the Bill of Rights in
the U.S. Constitution.
Test Generator
Uniting the States For almost two centuries each colony had been gov-
Assess & Reteach
Assess Have students complete the Section
Assessment.
Unit 3 Resource Book
• Section Quiz, p. 126
Interactive Review
@ ClassZone.com
Reteach Working in small groups, have
students create a graphic organizer displaying
positive and negative outcomes of the
Revolutionary War using information from this
section. Remind students to include points
from every part of the section. Have each group
present their completed graphic organizer to the
other groups. Students should add missing facts
to their own graphic organizer as each group
presents.
Unit 3 Resource Book
• Reteaching Activity, p. 130
Unit 3 Transparency Book
• Cause-and-Effect Chapter Summary, TT9
erned independently of its neighbors. The colonies had been quarrelsome
and often uncooperative. However, as the war turned colonies into states,
Americans saw how important it was for these states to work together as a
nation. The great challenge that lay ahead was how to remain united as a
nation of independent states, despite regional and religious differences.
Answer: Republicanism
became the foundation
of America’s political
system. Many people
began to see a conflict
between slavery and the
American ideal of liberty.
SUMMARIZE Describe the ideals that emerged from the Revolution.
ONLINE QUIZ
4
Section Assessment
For test practice, go to
Interactive Review @ ClassZone.com
TERMS & NAMES
1. Explain the importance of
• Treaty of Paris
• Richard Allen
• Elizabeth Freeman
• Virginia Statute for
Religious Freedom
KEY IDEAS
3. What groups gained least from the Treaty of Paris?
4. How did the goals of the Revolution guide Americans
toward a more just society after the war?
CRITICAL THINKING
5. Connect Economics & History How did the
Treaty of Paris protect America’s economic interests?
6. Causes and Effects How did the Patriot victory
affect Native Americans?
7. Historical Perspective What might have
happened if, during the peace negotiations, each
state had tried to negotiate independently?
USING YOUR READING NOTES
2. Categorize List and categorize the major results of
the Revolutionary War.
Bo
un
da
ry
d is
pu
tes
a
De
ths
d
an
u
ca s
a lt
ie s
8. Writing Citizenship Report Use the Internet
to research Elizabeth Freeman and Richard Allen.
Write a brief report explaining how their efforts
helped improve their communities.
Results of
the War
228 Chapter 7
SECTION 4 ASSESSMENT ANSWERS
Terms & Names
1. Treaty of Paris, p. 224; Elizabeth Freeman,
p. 227; Richard Allen, p. 227; Virginia Statute
for Religious Freedom, p. 228
Using Your Reading Notes
2. Boundary disputes: with Spain because they
controlled parts of Mississippi river, threatened
American shipping, in northwest British
wouldn’t leave Great Lakes area; Deaths and
casualties: about 25,700 American deaths,
1,400 missing, about 8,200 wounded, about
10,000 British military deaths; U.S. now a
nation, states needed to work together
Key Ideas
3. Native Americans, Loyalists, runaway slaves
228 • Chapter 7
4. Possible Answer: The goal of liberty led people
to grant individual rights and liberties, and to
question the practice of slavery.
Critical Thinking
5. The treaty set national boundaries and gave
the U.S. the right to fish off Canada’s east
coast.
6. The Patriot victory put Native American lands
at risk.
7. Possible Answer: If each state negotiated
separately, the United States might not have
become a unified country.
8. Reports should explain how Elizabeth Freeman
and Richard Allen demonstrated citizenship
skills to improve their communities. Use the
rubric to score students’ reports.
Report Rubric
Content
Research
4
includes many
pertinent details
clear evidence of
research
3
includes some
pertinent details
some evidence of
research
2
includes few
pertinent details
little evidence of
research
1
includes no
pertinent details
no evidence of
research